We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…

There is growing evidence that children with reading difficulties show impaired auditory rhythm perception and impairments in musical beat perception tasks. Rhythmic musical interventions with poorer readers may thus improve rhythmic entrainment and consequently improve reading and phonological skills. Here we compare the effects of a musical…

Three experiments on vowel decoding involving primary school children partially tested an interactive model of reading acquisition. The model suggests that children begin learning to read by establishing orthographic recognition units for words that have phonological underpinning that is initially at the onset-rime level but that becomes…

Within alphabetic languages, spelling-to-sound consistency can differ dramatically. For example, English and German are very similar in their phonological and orthographic structure but not in their consistency. In English the letter "a" is pronounced differently in the words "bank," "ball," and "park,"…

Groups of seven- to nine-year olds learning to read in English and German were given three types of reading tasks. Whereas reading time and error rates in numeral and number word reading were very similar across the two orthographies, the German children showed a big advantage in reading the nonsense words, suggesting adoption of different…

A short-term longitudinal study was conducted to investigate possible benefits of cochlear implant (CI) use on the development of phonological awareness in deaf children. Nineteen CI users were tested on 2 occasions. Two groups of deaf children using hearing aids were tested once: 11 profoundly deaf and 10 severely deaf children. A battery of…